• Journal of Korean Elementary Science Education
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• v.34 no.4
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• pp.419-433
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• 2015

Analogical reasoning is a central component of human cognition and contributes to scientific discovery and to develop science education. In this study, we investigated the process features of lower elementary school students' analogical reasoning to explain mixture concept. The subjects are 24 lower elementary students. And the research design includes three phases instruction to investigate the features of students' self generated analogy. Phase 1 is the introduction of analogy in which student learn to use analogy. Phase 2 is a POE class about mixture conception. Piaget and Inhelder studied the conception of mixing among children in relation to cognitive development. In phase 2, we taught the student with Piaget and Inhelder's the experiment and observed the features of learning process about mixture conception. Phase 3 is students' generation of analogy (self generated analogy) for the experienced phenomena in phase 2. We analyzed the students' responses through the three phases in the view of Gentner's Structure Mapping Theory. The results showed that many lower elementary school students even before formal operation stage understood the mixture conception and made well their self generated analogy to explain the mixture conception in spite of the difficulty of making self generated analogy.

• Journal of Korean Elementary Science Education
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• v.33 no.2
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• pp.401-414
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• 2014

The purpose of this study is to investigate the elementary preservice teachers' conceptions about 'plastics' focusing on non-polar property from a National University of Education. For the study, the views about plastics, relative shapes of a water droplet on plastic or glass material, and relative shapes of water surface in the plastic or glass measuring cylinder were surveyed from the preservice teachers. And the responses were analyzed based on the patterns. The results from the study are as follows: First, most preservice teachers were well aware of the plastic products which are used in daily life. Second, the responses concerning the reason why plastics can be used commonly were divided into 2 categories with 14 sub-level groups. However relatively few preservice teachers mentioned regarding 'chemical stability' and 'conductivity', which are associated with the plastics' non-polar property. Third, it was found that 50 participants (30.1%) had 'Scientific conception (Sc)', 38 (22.9%) had 'Partial-scientific conception (Ps)', 66 (39.8%) had 'Misconception (Mc)', and 12 (7.2%) had 'No conception (Nc)' on the subject of the relative shapes of a water droplet. Fourth, the distribution patterns and the ratio of the preservice teachers' conception on the survey question 3 concerning the relative shapes of water surface were quite similar to those of the survey question 2. So it was concluded that overall understanding level of the preservice teachers was pretty low on the subjects of the relative polarities of the plastic, glass, and water as well as their interactions. Fifth, the distribution percentile of 'Sc'/'Ps'/'Mc'/'Nc' was not related with the gender but highly correlated with preservice teachers' academic field and their science subjects taken in high school. Based on the results from the study, some educational guidelines were suggested.

• Journal of Korean Elementary Science Education
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• v.24 no.2
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• pp.130-137
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• 2005

Elementary preservice teachers' understanding about the insect molt and metamorphosis was examined. Data were collected through the paper-pencil test of 448 junior students at a National University of Education. The instrument used was developed by Son(2003) and modified for the test. The results are as follows: First, Only 3.1$\%$ of students had a scientific concept on the molt periods in the insect life cycle. Students had an alternative conception that molt occurs either only in the larval period (29.9$\%$) or only in the period from pupa to adult (22.3$\%$). The percentage of the students thinking that molt occurs in the period from larva to pupa was low. Second, 98$\%$ of students stated that molt has to do with the larval growth, but 39.1$\%$ of students had an alternative conception that molt occurs after the larval growth at each instar. 25.1$\%$ had a conception that molt is related with the larval growth, but did not show any further understanding. Third, most students understood the correct meaning of metamorphosis. 34..2$\%$ of students had an alternative conception that metamorphosis occurs only in the period changing from pupa to adult, and only a few thought that it occurs in the period from larva to pupa. 24.8$\%$ of students had a scientific concept on the periods in which metamorphosis occurs. Fourth, some students understood the hatching process as molt in the sense that the egg shell is taken off (21.0$\%$), and as metamorphosis in terms of the appearance change from egg to larva (25.0$\%$). Fifth, 35.5$\%$ of students selected bees as an insect of incomplete metamorphosis, and 35.3$\%$ responded 'I have no idea', showing that they had poor understanding about the insect life cycle.

• Journal of Science Education
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• v.35 no.2
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• pp.173-192
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• 2011

The purpose of this study was to develop inquiry modules for learning straight propagation of light, to verify their efficiency, and to acquire implications. this study proposes teaching modules for improvements of light experiments, which were developed in this work. Inquiry modules were applied to 75 school teachers(8 elementary school teachers, 67 middle school and high school teachers) for examining that the modules make teachers have the scientific concepts. Then, conception changes were analyzed except 5 teachers who responded poorly. The pre-test result shows that most teachers have alternative conceptions, which is that they thought the bright shape on apparatus's bottom panel itself shown in the textbook as evidence for the path of light's straight propagation. The post-test result shows this alternative conception was changed into scientific conception. Unlikely pretest, most teachers' conception was changed into the scientific conception that the light come from a light source. Teachers are able to express that the light beam comes from a miniature electric bulb. Further more, most teachers can draw light's path correctly; from the miniature electric bulb, through vertical panel having a hole, to the apparatus bottom.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.545-557
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• 2004

The purpose of this study is to classify types of preconception on the seasonal change to middle school students and to find out how the developed multimedia material changes their conception in the seasonal change. The questionnaire about the variation of season consisted of 10 items. Questions are given to 80 ninth graders. Control and experimental group was 23 and 57 students, respectively and they were instructed for two class periods. A learning method using multimedia was applied to the experimental group. On the other hand, traditional teaching-learning method was used for the control group. A learning method using multimedia in this study had an effect on the conceptual changes (p$<$0.01). Data in this study was divided into six levels to classify the changes of concepts in detail. As a result, it showed that a learning method using multimedia was effective for students to make progress from unscientific to scientific concepts, to build up scientific concepts, to build up scientific concepts, and to elaborate scientific concepts as compared with traditional method.

• Journal of Korean Elementary Science Education
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• v.22 no.1
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• pp.15-28
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• 2003

The purpose of this study was to explore the relationships between the concept of heat and that of temperature for elementary students. Eight multiple choice type questions with explanation of reasons for selection were developed based on previous researches and the analysis of science curriculum for elementary students. The students of 9, 10, 11 years(n=292) were selected from two elementary schools in Taegu City. The responses of students' multiple choice and their explanations were analysed in each items χ² test used for the relationships between types of heat and temperature conceptions Half of elementary student could discriminate the two terms of heat and temperature, majority of them thought that heat is likely to be hot and temperature is the quantity of heat, which is not based on scientific conception. Elementary students thinkings about heat could be classified with material type of heat and molecular kinematics type. Material type of heat were more popular than with molecular kinematics type, although the latter is increased. Majority of students answered correctly in qualitative questions of mixing of hot and cold water, but about only one third of them answers in quantitative questions. Subtraction of cold temperature from hot temperature was the most popular explanation, even though one-quarter of students summed up the two temperature in quantitative situation of mixing hot and cold waters. Those who thought heat as the molecular kinetic responded more correctly in most difficult questions than those who as the material. Therefore, we concluded that the types of heat conceptions affected the concept formation of temperature.

• Journal of the Korean earth science society
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• v.25 no.7
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• pp.519-531
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• 2004

The purpose of this study was to ascertain high school student ideas on the motion of the Earth and moon by cognitive level. For this study, five students determined to be of high, middle and low cognitive level selected from 73 10th-grade students at a high school located in Suwon, Gyeonggido. The results of this study were as follows: first, students at the high cognitive level had comparatively more logical and scientific conception on the revolution and rotation of the Earth and moon. second, students at the middle cognitive level, generally had a passive learning attitude to unconditionally memorize learned contents, so they were apt to forget learned contents, also their recognized conception was not enlarged. In addition, they had native theories, intuitive ideas and misconceptions as well as made logical errors in the course of explanation for the motion of the Earth and moon. In the course of explanation for the phases of the moon and the cause of change of season, because of their scientific conception, the students made more and more errors in conception. finally students at the low cognitive level were not willing to think logically and positively and were very passive in the attitude to recognize conception. In addition, they have learned helplessness on the grounds that they have low scholastic achievement specially in science.

• Journal of The Korean Association For Science Education
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• v.15 no.4
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• pp.379-393
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• 1995

In spite of school science learning, the students' conceptions have not been changed easily. Therefore, to make students overcome their non scientific conceptions has been an important issue in science education. The purpose of this study was to identify the conceptions of students and teachers on the motion of the earth and the moon. The instrument was developed for estimating students' understandings of the concepts related to the motion of the earth and the moon. The validity of the instrument was examined by the specialists in Science Educator and Astronomer. At the same time, the two field trials had been executed, and the items were modified. Also, it consists of 12 items including 9 two-tier multiple choice items and 3 multiple choice items. The population of this study consists of 250 eighth-, 299 tenth-, 292 eleventh-grade students, 134 science teachers in secondary school. SPSS/PC+ was adopted for the statistical analysis. The type of misconceptions possessed students were as follows: 1) At 12:00 noon, the sun is directly overhead. 2) First quarter moon is a half of overall surface of the moon. 3) Air don't rotate with the earth surface because it keeps apart from the earth surface. 4) Summer is warmer than winter, because the earth is nearer from the sun in summer. 5) Whenever season is changed, the direction of rotation axis of the earth is changed. 6) The moon is the brightest at the position of new moon, because the distance between the moon and the sun is the shortest and the moon is received strongest sunlight. 7) The moon is not seen at the position of real full moon, because it is covered with shadow of the earth. 8) When the moon is not seen in the earth, sunlight is not reached at the moon. The major findings were as follows : 1) The middle school students had more misconceptions than those of high school students. And female students had more misconceptions than those of male ones. 2) The rate of correct answer and the type of conception in the tenth grade students were very similar with eleventh grade students. 3) The higher cognitive level, the better development of scientific conception and the less misconception. Also, the correlation coefficient between scientific conception score and GALT score was 0.57. 4) The students in scientific part had higher the rate of correct answer than those of students in human part and the former had less misconception than the latter. 5) The rate of correct answer about model and figure items was lower than descriptive ones, because they did not understand about figures itselves. These types of misconceptions will be used for science instruction and studies of other conceptions need.

• Korean Journal of Child Studies
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• v.28 no.2
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• pp.19-37
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• 2007

In this study of the relative effectiveness of constructivist and non-constructivist approaches to shadow activity for young children, 59 children in two kindergarten classes were assigned to constructivist or non constructivist conditions. Each group participated in 12 units covering shadow search, shadow making, changing shadow size, changing shadow position, and shadow disappearance. Analysis of covariance of differences between the mean scores of the two groups on the posttests of shadow concepts and scientific attitudes revealed that the children in the constructivist group performed better than the children in the non-constructivist group. This confirms the constructivist approach to shadow activities as good science activities for young children by promoting their active experimentation using reasoning about light to foster spatio-causal relations construction.

• The Journal of Korean Physical Therapy
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• v.14 no.4
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• pp.423-440
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• 2002

The purpose of this study is to investigate the conception and developmental process of stretching in sports physical therapy. This study is to find conception of stretching, feature and effect, principles and fundamental rule, consideration of enforcement and developmental process in order to use the basic material which is very helpful in the every field and the scene of sports needing stretching. Flexibility is the ability to move muscles and joints through their full ranges of motion. Flexibility is developed by stretching. About player who insufficiency of flexibility, patient and disabled person who restrict of range of motion, older adult who reduce of flexibility, promote of flexibility for upgrading stability and efficiency of body on the based of scientific principles is completed by stretching. The method of stretching has been developed with passive stretching, CR, PNF stretching, PIC stretching, MET stretching in the order. The effects that we can get through stretching are as follows : 1. Enhance physical fitness. 2. Optimize learning, practice and performance of many types of skilled movement. 3. Increase mental and physical relaxation. 4. Promote development of body awareness. 5. Reduce risk of joint sprain or muscle strain. 6. Reduce risk of back problem. 7 Reduce muscular soreness. 8. Reduce the severity of painful menstruation for female athletes. 9. Reduce muscular tension. 10. Advance recognition of body.